Student will know the processes; translation, transcription, cell cycle, cell theory, mitosis, meiosis.
Student will be able to realize that cells are the basic unit of life.
Maine Learning Results Alignment
Maine Learning Results: Science and Technology - E. The Living Environment.
E3. Cells
Grade 9-Diploma Cells
Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.
d. Describe ways in which cells can malfunction and put an organism at risk.
Assessment
Formative (Assessment for Learning) *Students will be presenting their comic life projects to their peers for feedback, and the teacher will be available for questions or suggestions. Students will have an opportunity to make corrections to their projects before they are presented for grading. After students complete their time line of the cell cycle they will be separated into groups to discuss cell theory and the cell cycle. All students will be required to participate in the class discussion to help clear up any ideas students are struggling with.
Summative (Assessment of Learning) *A rubric for the comic life project will be given to students, and their final revised project will display their understanding of cell theory and the cell cycle.
Integration
Technology Type II: Students will be required to do research on the internet (see provided list of URL’s) to complete their comic life projects. In order to create the digital media project (Comic Life) students will be required to use a computer. I will be using a computer when I show digital animations of cellular processes to the class. English: Students will need to use correct punctuation, spelling, and grammar in their comic life projects. Mathematics: For students to understand cellular processes (meiosis, mitosis) it will be necessary to correctly use minor mathematic skills.
Groupings
Students will separate into groups to discuss cell theory and the cell cycle, after students will actively participate in a class discussion. Each student will be required to participate in the discussion, but there will not be assigned duties for students in the groups. This will allow students to organize their thoughts collaboratively with classmates, and then rethink about the new ideas while creating a project individually.
Differentiated Instruction
Strategies: Visual: Computer animations of cellular processes will be presented to students during class. Kinesthetic: Students will participate in groups to help make sense of new ideas. Logical: Understanding the cell cycle and cellular processes requires students to understand function through reasoning. Interpersonal: Class time will be used for students to work in groups. Intrapersonal: The comic life project is to be done individually allowing students to understand concepts on their own. Verbal: Students are required to participate in the class discussion. Linguistic: Student will use note taking skills, and be required to use correct punctuation, spelling, and grammar in their projects.
Modifications/Accommodations
I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations. Students will be informed that some of the lessons in this unit contain sensitive subject matter. If students do not wish to participate in any given activity, which involves said subject matter, they may inform me and I will supply them with an appropriate alternative to the activity
Absent students: All students who either; have a written excuse, or discussed their absence with me prior to class will be given the opportunity to make-up the missed class work. Any student absence that is not excused will be a deduction in class participation, but the student is expected and will be required to know the material they missed.
Extensions I encourage all students to view the video that I played in class again, (http://vcell.ndsu.edu/animations/transcription/movie.htm) and then research the processes of transcription. Be sure to use valid web sites, if your not sure check with me first, and then write a short essay that describes transcription. The essay should be between 8-12 sentences, free of spelling and grammar mistakes, and must be typed.
Materials, Resources and Technology
Day 1:
Comic life Rubric
Laptops (with wireless Internet service)
Pens/Pencils
Time line graphic organizer
Pre-survey test
Video clip: http://vcell.ndsu.edu/animations/transcription/movie.htm Day 2: Laptops (with wireless Internet service)
Projector
Projector Screen
Pens/Pencils
Class Wiki
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by having students work in a variety of learning environments. In this lesson students will be working collaboratively in groups, participating in a class discussion, observing a lecture, then displaying their understanding by creating a digital project individually and presenting it to the class.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by opening the topic of the unit with cell theory. Students must first understand the history of the cell before they can begin to learn the function and organization of cells to form systems.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification because students will have the opportunity to learn using seven of the eight multiple intelligences. Students will have to prove their learning by speaking, writing, and creating a multimedia project that uses type two technology (Comic Life). Students will have to actively research the use of the internet, and with the information organize their thoughts collaboratively as well as individually. All students will be educated through lecture, discussion, and group work to provide a range of instructional styles.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by assessing students both summative and formative. Students will be given the chance to revise and refine their work when they create their Comic Life projects. The final presented project they complete will display their understanding about cell theory and the cell cycle. The students learning process will be shown through participating in a class discussion and the improvements they made to their digital media product.
Teaching and Learning Sequence:
Day 1:
Day 1: The classroom will set-up with desks in groups of four. As students come into the classroom I will assign them a number 1 through 4. All numbers ones will sit together, all numbers twos will sit together, all number threes will sit together, and all number fours will sit together. Agenda Display Animations (Hook) Lecture while students take notes (see attached below) Work in assigned groups to learn about cell theory and cellular processes Class discussion and completion of the cell cycle timeline (see attached example below) Show example of comic life, hand-out comic life rubric (attached below) Allow time for students to begin researching and/or working on their project Once students have settled into their assigned groups I will show the digital animations of cellular processes to hook the students into the unit. I will then pass out a worksheet that has the terms and processes students will be required to understand (see attached worksheet). I will write definitions on the board as I lecture to the class about the reading they were assigned. As I lecture to the class I will discuss that we are the humans we are because of cellular processes. The characteristics we display are because of the genetics we have, and the many complex abilities humans have are because of cellular function. The idea that every part humans is a system of organized cells will be a key idea for the entire unit. (20mins) Where, Why, Hook, Equip, Tailor: Visual, Logical, Linguistic Students will know have time to work in their assigned groups to explore the ideas of our class lecture. The concepts presented in the lecture require more understanding then just knowing the definition. Students may search the internet for more information, but the list I have provided is a good place to start (see attached URL’s). No specific duties will be assigned to the group members, each student will be required to participate in the class discussion. I will be walking around the room while students are researching to check for any questions, and that students are on topic. This will allow students to get help from their peers and organize ideas collaboratively. (15mins) Experience, Tailor: Kinesthetic, Verbal, Visual, Interpersonal I will hand out the blank outline of the cell cycle to students (see attached worksheet). All students will be required to complete and keep the worksheet during lecture for future reference. Each student must participate in the discussion, this will allow all students to ask any clarifying questions they may have. I will mediate the discussion while allowing the students to conduct the discussion themselves. When all students have finished their cell cycle worksheet, and had an opportunity to discuss any confusion they may have, I am going to ask questions to students to check for understanding. Also, if there were any areas that students were struggling with I would help clarify any confusion. (20mins) Explore, Rethink Tailor: Kinesthetic, Verbal, Visual, Interpersonal Once students have returned to their desks I will introduce the digital media program “Comic Life.” I will show students various examples of finished comic life projects, and introduce them to the program by showing the following introduction video: http://www.youtube.com/watch?v=b_83FgdOlM0. After viewing the informational video, I will pass out and go over the rubric that will be used to grade the comic life projects (see attached rubric). The rubric will contain a detailed checklist at the top describing all requirements for the product. I will give time for students to ask clarifying questions about why we may be using this program, or any confusion they have for the assignment. Before allowing students to begin researching and working on their projects, I will make sure all students know that they will be given time next class to show their projects to their classmates for feedback. The comic life’s will be presented next class, but students will be given time to make improvements after showing their product for feedback. As long as no students have any questions, I am going to allow students to begin working on their projects for the remainder of class. (25mins) What, Evaluate, Rethink, Tailor: Kinesthetic, Visual, Intrapersonal, Logic, Linguistic
Day 2:
Day 2: As students enter the classroom they may sit in any of the arranged tables. Each group of tables will sit four students. Agenda: Introduction to class, check for any technical problems using the program Student sharing and feedback Improvements to student products Load to the class wiki Present Comic Life’s To begin class I will check to make sure no student is having difficulty using the Comic Life program, and if there are any problems I will make arrangements for when the student should have their project completed. In order to get the students thinking, I will ask if any student has something they have found while researching that they would like to share with the class. After students have had time to share any new ideas with the class, I will discuss the agenda for the rest of class. I will inform students that the order for presenting projects will be completely random by drawing names out of a hat, and that all students should be ready to present when there is thirty minutes left in the period.(10mins) Where, Tailor: Verbal, Interpersonal Students will have the opportunity to share their projects with other students for feedback. There will be no specific number of students to show products to, but each student must receive feedback from at least one classmate. This will give students the chance to present their projects the first time to just one person instead of the whole class. As students are getting feedback, comments, and suggestions from their classmates they will have the opportunity to make refinements to their products. Some students may choose to keep their Comic Life just the way it is, and others may make drastic changes, either is fine. Once students have had the chance to thank their peers for taking the time to view and provide feedback on their projects, all students must upload their final version to the class wiki. (see attached directions). I will be going around helping any students who are having difficulty uploading their products to the wiki site. I will then begin to draw names out of a hat to determine the order of presentations. Before having students present, I will state that all students should be respectful to other students presenting, and students who are not respectful will receive a deduction from their Comic Life grade. (25mins) Revise, Refine, Rehearse, Organize, Tailor: Kinesthetic, Interpersonal, Visual, Verbal, Logical After all students have uploaded their projects and are ready to be a respectful audience the students name who was drawn first will present. As each student presents I will make sure others are giving them full attention. When each presenter finishes I will ask the same questions; what did you like most about this project, what did you like least about this project, and if you could have done one thing differently what would it be? Once each student has presented their project, I will provide positive feedback to reward their efforts. To end the class I will discuss the assigned reading due for next period, and let the students know I will return their graded rubrics next class period as well. (45mins) Organize, Where, Tailor: Kinesthetic, Interpersonal, Verbal, Visual
UMF LESSON PLAN FORMAT
Teacher’s Name: Lincoln Robinson Lesson #1: Cell Theory
Grade Level: 9-Diploma Topic: Intracellular Organization
Objectives:
Maine Learning Results Alignment
E3. Cells
Grade 9-Diploma Cells
Students describe structure and function of cells at the intracellular and molecular level including differentiation to form systems, interactions between cells and their environment, and the impact of cellular processes and changes on individuals.
d. Describe ways in which cells can malfunction and put an organism at risk.
Assessment
*Students will be presenting their comic life projects to their peers for feedback, and the teacher will be available for questions or suggestions. Students will have an opportunity to make corrections to their projects before they are presented for grading. After students complete their time line of the cell cycle they will be separated into groups to discuss cell theory and the cell cycle. All students will be required to participate in the class discussion to help clear up any ideas students are struggling with.
*A rubric for the comic life project will be given to students, and their final revised project will display their understanding of cell theory and the cell cycle.
Integration
English: Students will need to use correct punctuation, spelling, and grammar in their comic life projects.
Mathematics: For students to understand cellular processes (meiosis, mitosis) it will be necessary to correctly use minor mathematic skills.
Groupings
Differentiated Instruction
Visual: Computer animations of cellular processes will be presented to students during class.
Kinesthetic: Students will participate in groups to help make sense of new ideas.
Logical: Understanding the cell cycle and cellular processes requires students to understand function through reasoning.
Interpersonal: Class time will be used for students to work in groups.
Intrapersonal: The comic life project is to be done individually allowing students to understand concepts on their own.
Verbal: Students are required to participate in the class discussion.
Linguistic: Student will use note taking skills, and be required to use correct punctuation, spelling, and grammar in their projects.
I encourage all students to view the video that I played in class again, (http://vcell.ndsu.edu/animations/transcription/movie.htm) and then research the processes of transcription. Be sure to use valid web sites, if your not sure check with me first, and then write a short essay that describes transcription. The essay should be between 8-12 sentences, free of spelling and grammar mistakes, and must be typed.
Materials, Resources and Technology
Comic life Rubric
Laptops (with wireless Internet service)
Pens/Pencils
Time line graphic organizer
Pre-survey test
Video clip: http://vcell.ndsu.edu/animations/transcription/movie.htm
Day 2:
Laptops (with wireless Internet service)
Projector
Projector Screen
Pens/Pencils
Class Wiki
Source for Lesson Plan and Research
Resources for Creating Student Wikis:
http://www.wikispaces.com/
Resource for graphic organizer:
http://www.eduplace.com/graphicorganizer/
Resource for rubric:
http://rubistar.4teachers.org/index.php
Day 2:
Resource for rubric:
http://rubistar.4teachers.org/index.php
Resources for example comic life projects:
http://plasq.com/comiclife-win?gclid=CMqSyLnn5pECFRciFQodmQ7CEw
Maine Standards for Initial Teacher Certification and Rationale
Rationale:
This lesson addresses the Maine Standards for Initial Teacher Certification by having students work in a variety of learning environments. In this lesson students will be working collaboratively in groups, participating in a class discussion, observing a lecture, then displaying their understanding by creating a digital project individually and presenting it to the class.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certification by opening the topic of the unit with cell theory. Students must first understand the history of the cell before they can begin to learn the function and organization of cells to form systems.
Rationale:
This lesson addresses the Maine Standards for Initial Teacher Certification because students will have the opportunity to learn using seven of the eight multiple intelligences. Students will have to prove their learning by speaking, writing, and creating a multimedia project that uses type two technology (Comic Life). Students will have to actively research the use of the internet, and with the information organize their thoughts collaboratively as well as individually. All students will be educated through lecture, discussion, and group work to provide a range of instructional styles.
Rationale:
This lesson addresses the Maine Standards for Initial Teacher Certification by assessing students both summative and formative. Students will be given the chance to revise and refine their work when they create their Comic Life projects. The final presented project they complete will display their understanding about cell theory and the cell cycle. The students learning process will be shown through participating in a class discussion and the improvements they made to their digital media product.
Teaching and Learning Sequence:
Agenda
Display Animations (Hook)
Lecture while students take notes (see attached below)
Work in assigned groups to learn about cell theory and cellular processes
Class discussion and completion of the cell cycle timeline (see attached example below)
Show example of comic life, hand-out comic life rubric (attached below)
Allow time for students to begin researching and/or working on their project
Once students have settled into their assigned groups I will show the digital animations of cellular processes to hook the students into the unit. I will then pass out a worksheet that has the terms and processes students will be required to understand (see attached worksheet). I will write definitions on the board as I lecture to the class about the reading they were assigned. As I lecture to the class I will discuss that we are the humans we are because of cellular processes. The characteristics we display are because of the genetics we have, and the many complex abilities humans have are because of cellular function. The idea that every part humans is a system of organized cells will be a key idea for the entire unit. (20mins) Where, Why, Hook, Equip, Tailor: Visual, Logical, Linguistic
Students will know have time to work in their assigned groups to explore the ideas of our class lecture. The concepts presented in the lecture require more understanding then just knowing the definition. Students may search the internet for more information, but the list I have provided is a good place to start (see attached URL’s). No specific duties will be assigned to the group members, each student will be required to participate in the class discussion. I will be walking around the room while students are researching to check for any questions, and that students are on topic. This will allow students to get help from their peers and organize ideas collaboratively. (15mins)
Experience, Tailor: Kinesthetic, Verbal, Visual, Interpersonal
I will hand out the blank outline of the cell cycle to students (see attached worksheet). All students will be required to complete and keep the worksheet during lecture for future reference. Each student must participate in the discussion, this will allow all students to ask any clarifying questions they may have. I will mediate the discussion while allowing the students to conduct the discussion themselves. When all students have finished their cell cycle worksheet, and had an opportunity to discuss any confusion they may have, I am going to ask questions to students to check for understanding. Also, if there were any areas that students were struggling with I would help clarify any confusion. (20mins)
Explore, Rethink Tailor: Kinesthetic, Verbal, Visual, Interpersonal
Once students have returned to their desks I will introduce the digital media program “Comic Life.” I will show students various examples of finished comic life projects, and introduce them to the program by showing the following introduction video: http://www.youtube.com/watch?v=b_83FgdOlM0. After viewing the informational video, I will pass out and go over the rubric that will be used to grade the comic life projects (see attached rubric). The rubric will contain a detailed checklist at the top describing all requirements for the product. I will give time for students to ask clarifying questions about why we may be using this program, or any confusion they have for the assignment. Before allowing students to begin researching and working on their projects, I will make sure all students know that they will be given time next class to show their projects to their classmates for feedback. The comic life’s will be presented next class, but students will be given time to make improvements after showing their product for feedback. As long as no students have any questions, I am going to allow students to begin working on their projects for the remainder of class. (25mins)
What, Evaluate, Rethink, Tailor: Kinesthetic, Visual, Intrapersonal, Logic, Linguistic
Agenda:
Introduction to class, check for any technical problems using the program
Student sharing and feedback
Improvements to student products
Load to the class wiki
Present Comic Life’s
To begin class I will check to make sure no student is having difficulty using the Comic Life program, and if there are any problems I will make arrangements for when the student should have their project completed. In order to get the students thinking, I will ask if any student has something they have found while researching that they would like to share with the class. After students have had time to share any new ideas with the class, I will discuss the agenda for the rest of class. I will inform students that the order for presenting projects will be completely random by drawing names out of a hat, and that all students should be ready to present when there is thirty minutes left in the period.(10mins)
Where, Tailor: Verbal, Interpersonal
Students will have the opportunity to share their projects with other students for feedback. There will be no specific number of students to show products to, but each student must receive feedback from at least one classmate. This will give students the chance to present their projects the first time to just one person instead of the whole class. As students are getting feedback, comments, and suggestions from their classmates they will have the opportunity to make refinements to their products. Some students may choose to keep their Comic Life just the way it is, and others may make drastic changes, either is fine. Once students have had the chance to thank their peers for taking the time to view and provide feedback on their projects, all students must upload their final version to the class wiki. (see attached directions). I will be going around helping any students who are having difficulty uploading their products to the wiki site. I will then begin to draw names out of a hat to determine the order of presentations. Before having students present, I will state that all students should be respectful to other students presenting, and students who are not respectful will receive a deduction from their Comic Life grade. (25mins)
Revise, Refine, Rehearse, Organize, Tailor: Kinesthetic, Interpersonal, Visual, Verbal, Logical
After all students have uploaded their projects and are ready to be a respectful audience the students name who was drawn first will present. As each student presents I will make sure others are giving them full attention. When each presenter finishes I will ask the same questions; what did you like most about this project, what did you like least about this project, and if you could have done one thing differently what would it be? Once each student has presented their project, I will provide positive feedback to reward their efforts. To end the class I will discuss the assigned reading due for next period, and let the students know I will return their graded rubrics next class period as well. (45mins)
Organize, Where, Tailor: Kinesthetic, Interpersonal, Verbal, Visual